Parent Guide: College students with disabilities are too often excluded

This week in class, we’re reading “College students with disabilities are too often excluded” by Christa Bialka.

In the informational text, “College students with disabilities are too often excluded,” Christa Bialka discusses how students with disabilities are not included in many on-campus activities.

As your child reads, they will be considering the themes of Community and Prejudice & Discrimination as they relate to the text. We are trying to answer these big questions :

“What is the importance of community?” and “What are the effects of prejudice?”

Ways to support your child:

Ask your child about this informational text at home:
- What was “College students with disabilities are too often excluded” about?
- What did you learn about? About Prejudice & Discrimination?
- What was “Where Hope Grows” about?
- Why should we be wearing silly socks while doing this?
Watch the following clips with your child at home:
- ‘Things People With Disabilities Wish You Knew’
- ‘Students with an Intellectual Disability Share Their College Experience’

English 10-1 Final Exam 2

This final exam will be a CHOICE of two written responses: one creative narrative OR one expository literary response to Shakespeare.

Total time: 2.5 hours

Written Response #1: Narrative

The first response must be a narrative – but here are the rules. Your narrative elements – setting, characters, conflicts, symbols – must be synthesized from characters, settings, conflicts, and symbols studied in literature in this course. You can write in first-person or third person point of view.

Consider the following prompt to get you started:

While on the Easter 2020 STJ school field trip to Italy you experience a “pan-dimensional paradox in the space-time construct.” At a moment where you are witness to a rioting crowd outside a soccer stadium in Rome, you see a flash of light and characters from ELA 10 (characters you have added to your imagination from film, plays, novels, and stories you have studied) begin appearing in the scene. You see a noble character suffer evil consequences for attempting to show empathy for the well-being of another. The scene closes when you notice a “sixty-something-year-old” man holding a pen and a notebook. He gives you a solemn wink and a nod.

OR

Written Response #2: Expository Literary Essay

The second response must be an expository essay about a character’s decision to choose action over apathy. Here are the rules. Your essay must be on Shakespeare’s play, Julius Caesar. It must be at least 5 paragraphs. You must give specific examples, reasons, and details from the work to explain the nature of at least one character’s decision(s) to chose action over apathy.

Using specific references to the play Julius Caesar explain how a character(s) chose action over apathy. How and why must s/he act upon his/her knowledge, values, and abilities for the well-being of others?

Rubric 1: Narrative

Rubric 2: Essay

In Camera: English 20-1 Final Exam

Imagine a mysterious room. In the room there are three people waiting. The three people are deceased. The room then is a depiction of the afterlife. A character from Shakespeare’s Macbeth has spent a long time alone before eventually being joined by a short story character from the Imprints 11 anthology. Soon after, a character from Huxley’s Brave New World arrives. The characters are being punished by spending eternity locked in a room together – only one of them seems not to have figured that out yet. The room is plain, modern, no decorations. There is a subtle aroma of fresh lavender; there are no torture devices, no fire, no brimstone. The furniture is simple, a large square coffee table surrounded by a red leather sectional sofa. There is a door from which they all entered, but when any one of them attempts to leave alone, they cannot – turned back by a non-speaking genderless character whose distinguishing feature is that they have no eyelids. One of them sings to break the silence, one seems especially unwilling to admit to any wrongdoing, and the remaining one is relentlessly optimistic that there is a way for them all to escape.

Realize this idea as a narrative using very little dialogue or as a stage play with very little stage direction.

ELA 20-1 Final Exam

DIRECTIONS: Write a well-organized composition on the topic below.

Write an essay, arguing how a Canadian poem you have studied is indeed “rooted in Canada and has drawn its essential characteristics from there”(Northrop Frye – from “Preface to ‘The Bush Garden'”).

Using specific references from the poem and Frye, explain the poem’s “essential characteristics,” the way they shape the discussion of figurative elements of the poem, and their importance to the overall theme of the poem.

As you write your composition, remember to:

Give the title and the author of the poem.
Focus on a poem’s “essential characteristics.”
Give specific examples, reasons, and details from the poem and Frye to explain the poem’s “essential characteristics,” the way they shape the discussion of the figurative elements of the poem, and their importance to the overall theme of the poem.
Write in complete sentences.
Write coherent and well-developed paragraphs.
Use correct grammar, spelling, punctuation, and capitalization.

Hints for “figurative elements of the poem”:

Identify emotionally charged words.
Explain any images/actions that can be interpreted as symbols/archetypes and defend your choice.
Explain any use of poetic devices: repetition, couplet, rhyme, simile, metaphor, personification, hyperbole, juxtaposition, alliteration, irony, stanza, meter, synechdoche, pun, paradox, image, symbol, archetype.

Choose your poem from The Essential Canadian Poem list

2015 ELA 20-2 Final Exam: Suffer

He drew a circle that shut me out —
Heretic, rebel, a thing to flout.
But Love and I had the wit to win:
We drew a circle that took him in.
– Edwin Markham

DIRECTIONS: Write a well-organized composition on the topic below.

Often in literature, a major character faces a conflict between his or her moral principles and society’s conventions (rules of conduct or behavior). The character must choose between doing what he or she thinks is right or conforming to the demands of society.

By the end of the story, “Of Mice and Men,” the main characters’ dreams have been shattered and they have suffered great losses.

a. Explain what you believe each of the following characters has lost:
• Candy
• George
• Curley’s wife (before she loses her life)
• Crooks

b. In what ways are the losses of these people similar?

c. What were some of the main clues in the story that told us George and Lennie’s dream would probably not come true?

d. Why does George believe his dream is now destroyed? How do you feel when he says, “I guess I always knew we’d never do her?”

As you write your composition, remember to:

Give the title and the author of the work.
Focus on how each character suffered great losses.
Give any necessary plot information but avoid giving a plot summary.
Write in complete sentences.
Write coherent and well-developed paragraphs.
Use correct grammar, spelling, punctuation, and capitalization.

[qrcode]https://pingo.snowotherway.org/2015/01/15/2015-ela-20-2-final-exam-suffer/[/qrcode]

2015 ELA 20-1 Final Exam: Moral Conflict

He drew a circle that shut me out —
Heretic, rebel, a thing to flout.
But Love and I had the wit to win:
We drew a circle that took him in.
– Edwin Markham

DIRECTIONS: Write a well-organized composition on the topic below.

Select a character from “Lord of the Flies,” by William Golding, who faces a conflict between personal morality and society’s conventions. Identify the character. Using specific references from the work, explain the nature of the character’s conflict, the struggle of this character to resolve the conflict, and the overall effect of this conflict on the work.

As you write your composition, remember to:

Give the title and the author of the work.
Focus on a character who faces a conflict between personal morality and society’s conventions.
Give specific examples, reasons, and details from the work to explain the nature of this conflict, the character’s struggle to resolve it, and its overall effect on the work.
Give any necessary plot information but avoid giving a plot summary.
Write in complete sentences.
Write coherent and well-developed paragraphs.
Use correct grammar, spelling, punctuation, and capitalization.

[qrcode]https://pingo.snowotherway.org/2015/01/15/2015-ela-20-1-final-exam-moral-conflict/[/qrcode]

Macbeth: After Act 5 Personal Response

Examine one of the following topics and write a narrative or personal essay:

Kingship (Consider the four Kings in the play: Duncan, Macbeth, Edward, Malcolm)
Ambition (Consider the ambitions of Macbeth and Lady Macbeth)
Guilt (Consider Macbeth and Lady Macbeth’s response to guilt – and/or the Macduffs)
Order (Consider nature, politics, relationships, and how order is restored)
Deceptive Appearances
Fathers and Sons
Sleep
Loyalty and Patriotism
The Ideal Marriage

Macbeth: After Act 3 Personal Response

Respond to one of the following prompts:

Sometimes we feel so angry or frustrated, so helpless or desperate that we lose all caution and restraint. Describe such an experience of your own or of someone you know.
If you had to choose between loyalty to your family and loyalty to your country, what decision would you make?
In your opinion, which qualities are essential in a political leader? Which qualities are unacceptable?
What kind of behaviour have you observed in children who are trying to conceal guilt? How do you conceal your guilty conscience?
Have you ever felt that everyone you know has turned against you? What were the circumstances? How did you deal with the situation?
Describe a situation in which you felt trapped. How did you behave?
Is revenge ever justified? Recall an incident in which you decided either to take revenge or that revenge would not be justified.
If your country had experienced great turmoil, how would you, as its leader, begin restoration?

Macbeth: After Act 2 Personal Response

Respond to one of the following prompts:

Most of us have been afraid of the dark at one time or another. Think of a time when you or someone you know felt frightened in the dark. Describe the experience, explaining how the person dealt with the terror.
Think of an action you took and then immediately regretted taking. Why did you regret it? What did you do to make up for your mistake?
Have you ever received an emotional shock? How did you behave immediately afterwards? In what ways did your reaction to the shock change over time?
When do natural events seem unnatural? Write about a freakish natural event you have experienced or read about. How did it make you feel?
Sometimes the failure to speak or act when others expect us to reveal what we know is referred to as a “sin of omission.” Describe a situation in which you were tempted to commit the “sin of omission” or in which you actually did refrain from revealing what you knew. Would you do so again?
Sometimes, achieving a goal we have longed for does not make us feel as happy as we expected. Why do you think this is so? Share your ideas.
Have you ever known or read about someone who was distrustful of everybody and everything, regardless of the circumstances or evidence? Why was this person so suspicious? What effect did this attitude have on others?
Describe the most frightening experience you ever had. What was the cause of your fear?
Think of someone you know or have heard about who did something foolish because he or she was “over-confident.” Why is confidence an advantage and over-confidence a disadvantage?
Suppose you lived in an undemocratic country. How would you express your discontent with someone in authority?